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This issue of the Bank Street "Occasional Paper Series" is authored by an allgirl/womxn cast who brilliantly offers insights into possible futures, considering opportunities to rethink education and abolish the patterns of harm too-often enacted in and by schooling as it currently exists. This special issue begins with four articles authored by Black and South East Asian women who describe researchers' reimaginations of education that center the humanity and ingenuity of Black, Indigenous, and other communities of Color. Next, the issue turns to 10 teachers who identify as Black, Indigenous, and of Color (Latinx and Asian American), as well as a White co-conspirator. They reflect on their practices, identities, and priorities through a North Star logic. In the final section of this issue, five children--Amelia, Fiona, Jojo (Johana), Lela Joy, and Sara--offer their thoughts on what it was like to be schooled during the pandemic. Their work demonstrates that authoring extends to numerous dimensions and modalities beyond letters, words, and other symbols typically associated with literacy in schools and schooling.

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with new educators. The multiple authorship of all but one of the essays published here attests the complexity of the task at hand and the need for collaboration at every level of the educational endeavor. This volume contains the following papers: (1) The Right to Learn: Preparing Early Childhood Teachers to Work in High-Needs Schools (Julie Diamond, Fretta Reitzes, and Betsy Grob); (2) No Teaching More Fulfilling: An Interview with Pam Jones (Linda Levine); (3) Preparing Teachers for High-Needs Schools: A Focus on Thoughtfully Adaptive Teaching (Arlene Mascarenhas, Seth A. Parsons, and Sarah Cohen Burrowbridge); (4) Toward 21st-Century Literacy and Civic Engagement: Facilitating Student Documentary Projects (Steven Goodman); (5) No Shortcuts on the Journey to Learning for Students or Teachers (Alison Coviello and Susan Stires); and (6) Beyond the Lone Hero: Providing Supports for New Teachers in High-Needs Schools (Sarah Elizabeth Barrett, Donna Ford, and Carl James). An introduction by Jonathan G. Silin is included. Individual papers contain references.

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of noted researchers. Together, the syntheses of research in the "Students at the Center" papers tell a story that is both hopeful and challenging. On the one hand, it is a story of how teachers and leaders are beating the odds with traditionally underserved students using student-centered approaches backed by recent advances in brain, cognitive science, and motivation research. On the other hand, the papers identify significant gaps to be addressed in what educators know about student-centered approaches, particularly about how to spread such approaches beyond individual classrooms and schools. Looking at connections across the papers and the flow of ideas and challenges expressed in each, the series spans three overarching areas--learning theory; applying student-centered approaches; and scaling up student-centered approaches to learning--to make an argument about how students learn best. This publication contains these papers: (1) Mind, Brain, and Education (Christina Hinton, Kurt W. Fischer, and Catherine Glennon); (2) Motivation, Engagement, and Student Voice (Eric Toshalis and Michael J. Nakkula); (3) Teachers at Work: Six Exemplars of Everyday Practice (Barbara Cervone and Kathleen Cushman); (4) Literacy Practices for African American Male Adolescents (Alfred W. Tatum); (5) Latino/a and Black Students and Mathematics (Rochelle Gutierrez and Sonya E. Irving); (6) Curricular Opportunities in the Digital Age (David H. Rose and Jenna W. Gravel); (7) Personalization in Schools (Susan Yonezawa, Larry McClure, and Makeba Jones); (8) Assessing Learning (Heidi Andrade, Kristen Huff, and Georgia Brooke); and (9) Changing School District Practices (Ben Levin, Amanda Datnow, and Nathalie Carrier). (Contains 1 table.)

Guest editors Gail Boldt and William Ayers have asked 14 leading educators to address the politics of the teacher accountability movement in America. Who benefits and who is hurt? What is gained and what is lost? How can we move forward with a more hopeful and inclusive vision of our educational future? All of the contributors are motivated by an abiding commitment to democratic ideals and respect for the complex work of teachers even as they encourage the reader to take back the conversation about school reform in America. This publication begins with a preface by Gail M. Boldt and an introduction by William Ayers. Part I contains: (1) Accountability and the Contemporary Intellectual (Greg Dimitriadis and Marc Lamont Hill); (2) The Teacher Accountability Debate (Diane Ravitch); and (3) Educational (Reform) Revolution (Peter Taubman). Part II contains: (4) Racing to the Top: Who's Accounting for the Children? (Celia Genishi and Anne Haas Dyson); (5) "If We Look to Buy the Cheapest Paper, Why Not the Cheapest Teachers?" (Fred Klonsky); (6) Schooling of and for Democracy (Deborah Meier); and (7) The New Orleans Reformed Public School System: National Model? (Raynard Sanders). Part III contains: (1) Silver Linings (Gil Schmerler); (2) Creating the Schools We Need (Pedro A. Noguera); (3) A Glass Half Full (Jeff Duncan-Andrade); and (4) Flip the Script (Kevin K. Kumashiro and Erica R. Meiners). "Coda" by Gail M. Boldt is also included. Individual papers contain references and footnotes.

This issue of Occasional Papers began as a Graduate School seminar honoring Steven Schultz, a much beloved and respected faculty member whose untimely death from HIV/AIDS-related illnesses left a terrible hole in the lives of Bank Street staff members. The seminar, organized by Associate Dean for Academic Affairs Virginia Casper, a close friend and colleague of Steve's, was structured around his paper, "Finding Meaning in the Resistance of Preschool Children: Critical Theory Takes an Interpretive Look" (Schultz, 1989). The essays in this volume reflect a broad range of experiences and perspectives. Some of the ideas presented will be familiar to readers, and some will hopefully open new doors into classroom lives. References are provided at the end of each essay. After an introduction by Jonathan G. Silin, essays include: (1) Part I--Resistance as Classroom Dynamic: Finding Meaning in the Resistance of Preschool Children: Critical Theory Takes an Interpretative Look (Steven Schultz); (2) Building Higher Than We Are Tall: The Power of Narrative Inquiry in the Life of a Teacher (Stephanie Bevacqua); (3) From Resistance to Rebellion, and Rebellion to Revolution: Notes on Transformation in First Grade (Jenna Laslocky); (4) Part II--Resistance: Beyond Critical Theory: Everyday Tactics and the Carnivalesque: New Lenses for Viewing Resistance in the Preschool (Joseph Tobin); (5) The Pleasure of Resistance: Jouissance and Reconceiving "Misbehavior" (Peter Taubman); (6) Part III--Resistance: Families, Schools, and Educational Choices--The Power of More Than One (Jane King); (7) Student Resistance and Standardization in Schools (Frank Pignatelli); and (8) Teaching My Child to Resist Kindergarten (Christine Ferris). (Individual essays contain references.)

Teacher leadership is "hard." Many of the reasons are obvious: Teaching is a highly labor-intensive profession to begin with, leaving little downtime for work with other adults. School schedules are notoriously stingy with space for adult collaboration. Teachers are rarely paid to exercise leadership; when they are, they are never paid enough. This volume is a modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires. Although there is considerable overlap among the essays, they have been organized loosely into three categories: "mentoring," to address the essential question of teacher helping teacher; "transforming school culture," to reflect some of the many ways teachers make a difference in the environment immediately beyond their classrooms; and "advocating" for change, to spotlight the voices teacher leaders find ways to project in the interest of creating broader and more enduring change. This issue contains the following articles: (1) Becoming a Teacher Leader within Your Classroom: A Dialogue (Nayantara Mhatre and Jill Stacy); (2) Walking a Hall of Mirrors (Kami Patrizio); (3) Ask Not What FHS Can Do for You, But What You Can Do for FHS (Jessica Endlich Winkler); (4) Empowering Teachers: Developing Meaningful Leadership (Jennifer Groves); (5) Making Sense of Distributed Leadership: A Conversation Among Teacher Leaders (Kathleen Dickinson Rockwood); (6) Leadership and Agency as a Novice Teacher (Clare E. Tin); (7) BETLA Teacher Leaders: An Unselfish Sense of Purpose (Lillian Hernandez and Cristian Solorza); and (8) Leading Without Permission (Robin E. Hummel). Introduction by Gil Schmerler is also included. [This issue of Occasional Papers was supported, in part, by Bank Street's Adelaide Weismann Center for Innovative Leadership in Education.]

Concerned that various reforms promising greater professional autonomy and status as well as student success are actually disempowering teachers, impoverishing intellectual life in schools, and serving as a portal for the marketization of teaching and education, editors invited teachers to respond to the ways in which the proliferation of standards and testing combined with their own loss of professional control is altering the landscape of American education. The editors' goal was to raise questions about whether and how educators are balancing the demands of high stakes testing, scripted curricula, and a focus on performance outcomes with the emotional complexity of classroom life. Selections include: (1) Squeezed, Stretched, and Stuck: Teachers Defending Play-based Learning in No-nonsense Times (Karen E. Wohlwend); (2) Invisible Ink: A Psychoanalytic Study of School Memory (Lisa Farley); (3) Imaginary Stories in School: First Steps towards Literacy (Gillian Dowley McNamee); (4) In Defense of Playfulness (Peter Nelsen); (5) Mouthy Students and the Teacher's Apple: Questions of Orality and Race in the Urban Public School (Alyssa D. Niccolini); and (6) Confounded and Compounded by Language: English Language Learner and High Stakes Testing (Elizabeth Park). (Articles are footnoted and referenced individually.)

What counts as knowledge and whose knowledge counts? When does going away help shape a clearer sense of home, and when does it not? How does living abroad change our perspectives as teachers and learners? The educators who have contributed to this Occasional Paper share a formidable combination of purpose, curiosity, courage, and self-awareness. Reflecting on their choices to live and work in other parts of the world, they offer a provocative range of personal and professional explanations for seeking our the strange and unknown. Their letters from abroad reveal a genuine interest in what matters to others, a capacity to describe people and environments with intriguing detail, and a willingness to reveal themselves as inexpert newcomers. As these essays make clear, no preparation is ever sufficient because what happens always diverges from and exceeds our expectations. Risk-taking and error are inevitable, as integral to each story as the exhilarating discoveries that travel affords. Most important, we learn how these educators came to value the experience of "otherness" in themselves as well as in those they met. Today, we are more mindful than ever of the need for global awareness, understanding, and engagement. "Letters from Abroad" is designed to highlight what some Bank Street colleagues have sought, found, and questioned while working far from home. The editors of the Occasional Papers Series hope these missives from foreign shores will inspire others to set out on explorations of their own, explorations in which they resist the temptation to make the strange familiar and enjoy, if only for a short while, the way that the familiar itself may become strange. After an introduction by Linda Levine, the essays comprising this paper are: (1) What We Bring with Us and What We Leave Behind: Six Months in Post-Apartheid South Africa (Virginia Casper, Donna Futterman, and Evan Casper-Futterman); (2) There and Almost Back Again (Holley Adcock); and (3) Living in the World (David Penberg).

The National Center for Education Statistics commissioned the papers in this publication to address education-finance issues of interest to the education-finance community. Although teacher salaries rose between 1980 and 1997 by 120 percent, that is only equal to a 19 percent increase after removing inflation, or a little over 1 percent per year. Moreover, starting salaries have changed little in comparison to average salaries. Another paper discusses school financial statements, which are only one source of information that is relevant to assessing a school district's finances. School-district employee pensions, often the largest long-term obligations, may not appear in these reports. A third paper discusses two approaches to reporting school-level finance information, and how to make inflation and geographic cost adjustments in education. Adjustments for inflation and geographic differences are not easily implemented in education, because most of the costs in education are in personnel, rather than in things, which are easier to measure in terms of quality and quantity. Measuring cost differences in education is even more difficult that measuring changes in automobiles, for example. The final paper deals with the consideration of who will be the primary users of school-level data, what new data they need, and for what purposes. The authors suggest that principal stakeholders should be schools and school districts, state and national policymakers, researchers and policy analysts, and the public, represented by parents and taxpayers, special interest groups in education, and the financial community. (Each paper contains references.) (DFR)

These briefing papers focus on key roles and issues postsecondary education will face in the 21st century. Together they are intended to stimulate debate and discussion and to encourage alternative perspectives and thoughtful actions. This collection is meant to be the opening of a necessary public conversation. The papers are: (1) "Help Wanted: Advanced Education and the Changing Workforce" (Anthony P. Carnevale); (2) "Postsecondary Education's Roles in Social Mobility and Social Justice" (William G. Bowen); (3) "The School-College Connection" (Arthur Levine); (4) "Changing Demands on Teacher Education and Professional Development" (James B. Hunt, Jr. and Molly Corbett Broad); (5) "Education Uses of Information Technology: A View for State Leaders" (Margaret A. Miller and Steven W. Gilbert); (6) "Higher Education for the Next Century: Changing State Needs and Roles" (Patrick M. Callan and Gordon K. Davies"; and (7) "Convergence and Competition: Transforming Postsecondary Education - An International Perspective" (Alan Wagner). (Contains 5 figures, 1 table, 8 endnotes, and 16 references.) (SLD)

This volume is the first in a series of four publications related to a project on the creation of a Regional University Network on Governance and Management of Higher Education in South East Europe. The volume contains an overview of higher education governing structures on countries participating in the project: Albania, Bosnia and Herzegovina, Croatia, the Federal Republic of Yugoslavia, and the Former Yugoslav Republic of Macedonia. The study assumed a broad interpretation of governing structures, to include strategic planning and management and quality assurance. The first part of the report, "From Words to Action," discusses changing higher education structures and functioning. The second part, "Mapping Trends and Developments," contains a compilation of data, information, and analyses provided by the partner institutions in the network countries. (SLD)

This document contains two papers that deal with the shifts in learning and teaching at Charles Sturt University (CSU), Australia. The first paper, "Inaugural CELT Learning and Teaching Forum: Re-Examining Learning and Teaching at CSU, Outcomes and Further Actions," contains the outcomes and further actions arising from the inaugural CELT (Centre for Enhancement of Learning and Teaching) Learning and Teaching Forum held February 11-12, 1997. The paper examines the first-year experience; the relationship among teaching, assessment, and student learning; the use of technology to enhance student learning; and evaluation processes. It also includes a summary of Forum poster displays and demonstrations. The second paper, "Use of Electronic Mail Among Park Management Students at Charles Sturt University" (Dirk H. R. Spennemann), provides data and analysis of student e-mail usage patterns. With the transition to on-line systems, the use of e-mail and listservs will provide value-added dimension in terms of communication and interaction for off-campus students. Teaching staff are interested in exploring how they can use electronic communication to enhance learning, and the effect its use will have on the time required for teaching. The development of effective multimedia and computer-assisted learning is only possible if educators understand students' expectations, attitudes, and abilities in relation to computers and computer-based learning. (SWC)

This paper records three plenary sessions held at the American Council of Learned Societies (ACLS) National Education Conference, August 27-29, 1993. The conference built on what was learned in the first year of the project and reported in ACLS Occasional Paper 20. Sessions allowed participants to talk with colleagues who had been project participants in the previous year. The three sessions included: (1) "Humanities and the Public Schools: Perspectives from Inside the ACLS Project" (Richard Ohmann) which focused on the role of humanities, of education in general, in a post-Cold War world; (2) "Panel Discussion on School-Based Curriculum Development" (Sandra Blackman; Sandra Okura; Sandra Sanches Purrington; Robert Stein) which discusses the process of curriculum development in the schools ; and (3) "Transformations in the Humanities" (Stanley Chodorow) which examined the contemporary condition of the humanities and the changes in both the methods of study and the objects of study that have occurred over the past few decades. (EH)

This document contains four papers that examine four diverse topics from the field of adult education: multiculturalism, ageism, mathematics, and new paradigm research. In "Editorial Introduction," Roger Fieldhouse gives an overview of the papers and the experience of their authors. The first paper, "Multi-Cultural Perspectives on Adult Education: Putting Policy into Practice" (Nancy Gidley), discusses the need for multicultural education and issues of curriculum, access, staff development, resources, and management. The role of nurse education in challenging ageist attitudes among student nurses in the delivery of health care to older adults is examined in Catherine Cadman's paper "Ageist Practice in Nursing: The Challenge to Professional Education." In her paper "Transposing Mathematics from the Margins to the Centre," Roseanne Benn discusses the links between democracy, adult education, and mathematics. Allen Parrott's paper "Adult Education and New Paradigm Research" describes new paradigm research and suggests that adult education would be an especially fertile ground for new-style inquiry methods and philosophy because of their accord with adult education values. (MN)

The Research for Better Schools Urban Education Project provides a different framework from current education-reform efforts for restructuring urban schools and improving educational quality. This volume organizes a set of invited papers according to the Urban Learner Framework themes of cultural diversity and learning, unrecognized abilities and underdeveloped potential, enhanced achievement through motivation, and effort, and resilience. The decisionmaking framework integrates the new vision of the urban learner, as expressed in four themes with four areas central to the functioning of schools, namely: curriculum, instruction, and assessment; staff development; school environment; and management. Papers and their authors are as follows: (1) "A New Vision of the Urban Learner" (Eric J. Cooper); (2) "Cultural Compatibility and Diversity: Implications for the Urban Classroom" (Roland G. Tharp); (3) "The New Age of Discovery: The Hidden Talents of America's Urban Youth" (Ernesto M. Bernal); (4) "Enhancing Achievement through Expectation and Effort" (Shin-Ying Lee); (5) "Developing Resilience in Youth in Urban America" (Linda F. Winfield); (6) "Linking Urban Students to the 21st Century" (Beau Fly Jones); (7) "Redesigning the 'Vision' through Staff and Professional Development" (Yvette E. Jackson); (8) "The Researching and Inquiring Manager: Responding to the Urban Learner; Working toward Culturally Appropriate Education" (James H. Lytle); and (9) "The Interconnections between Classroom, Cultural, and Natural Systems Ecologies: Understanding the Deep Characteristics of Culture as a Basis of Teacher Decisionmaking in Urban Settings" (C. A. Bowers). References follow each paper. (GLR)

This document contains six papers examining the theoretical and practical development of university adult continuing education (ACE) curricula in the late 1990s. The following are among the factors considered in "An Exploration of the Factors Affecting the Adult Continuing Education Curriculum" (Roseanne Benn): goals; cultural, political, and educational forces; and experiences or philosophies of knowledge. "Word-Power: The Influence of Language on Practice in Curriculum Development" (Simon Trezise) explores the power of the dominant discourse and the power of individuals to resist or change it. The drive toward vocational relevance in ACE in the last 2 decades and its effect on curriculum development is analyzed in "A Re-formation of Liberal Values: Embedding Transferable Skills in the Adult Continuing Education Curriculum" (Roger Fieldhouse). The trend toward a "skills-based" history in ACE is traced in "Developing a History Curriculum for Adult Learners--A Case Study" (Lynne Thompson). "A Part-time Humanities Degree off Campus: Factors in Curriculum Design" (Ella Westland) describes efforts at the University of Exeter's outpost in Cornwall to respond to changing student demands and funding formulas. "Widening Access: A Curriculum for Distance Learning" (Caroline Whiting) outlines the process of setting up distance learning provision in ACE at Exeter. (MN)

The set of papers collected in this anthology were developed from presentations given at the 16th meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), November 5-8, 1994, in Baton Rouge, Louisiana. These papers provide conceptual explorations of dimensions of teacher change such as the nature of teachers' mathematical knowledge and its role in informing their instructional options; the role that curricular and other material resources can play in the process of teacher change; and the effect of a new culture for teaching that legitimatizes curiosity, reflection, and critical colleagueship. Chapters contained in this report include: (1) "Learning Mathematics while Teaching" (Susan Jo Russell, Deborah Schifter, Virginia Bastable, Lisa Yaffee, Jill B. Lester, Sophia Cohen); (2) "Teachers' Changing Conceptions of the Nature of Mathematics: Enactment in the Classroom" (Deborah Schifter); (3) "Affective Issues in Developing Mathematics Teaching Practice" (Lynn T. Goldsmith and Linda Ruiz Davenport); (4) "Transforming Mathematics Teaching in Grades K-8: How Narrative Structures in Resource Materials Help Support Teacher Change" (Linda Ruiz Davenport and Annette Sassi); and (5) "Teacher Inquiry Groups: Collaborative Explorations of Changing Practice" (James K. Hammerman). (ASK)

This book contains a collection of papers written by students involved in the Educational Management Project for South Africa. The project was established to introduce selected South Africans to theories and practices in educational management in an international comparative context. The papers focus on priorities for educational change and restructuring in South Africa. In particular, the themes include issues in the management of education, policy formation, and educational improvement. Following the foreword by the Norwegian ambassador to the United Nations, Martin Huslid, and the introduction by David Johnson, the papers are as follows: (1) "Educational Decentralisation and Participation" (Yusef Sayed and Debbie Fletcher); (2) "Policy Perspectives on Educational Governance--A Critique" (Fred Barron and Michael Crossley); (3) "The Efficacy of Paired Reading in South African Primary Schools" (Dickie Smith and David Johnson); (4) "Teacher Involvement in Decision Making" (Baatile Poo and Eric Hoyle); (5) "Integrating the Schools: A View from the Classroom" (Sivan Pather and David Johnson); (6) "Management Development Support for Head Teachers of Secondary Schools" (Phuti Tsukudu and Peter Taylor); (7) "Approaches to Head Teacher Training" (Cindy Mashinini and Bob Smith); (8) "The Technikon in a Democratic South Africa" (Redvers Miller); and (9) "An Annotated Bibliography of Educational Research on South Africa, 1980-1993" (John Chalufu and David Johnson). Each article contains references. (LMI)

This document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)

The papers in this volume describe how states have incorporated academic standards into their education goals. As part of the National Education Goals Panel, this collection of essays describes how nine states have recently implemented these standards, discusses how textbooks and teaching could help students reach the standards, and provides information on the resources and advice available from the professional organizations that developed national standards in mathematics and science. The text is divided into four parts. The first section, "Current State Policy and Standards," focuses on efforts to improve mathematics and science education in light of the Third International Mathematics and Science Study. It looks at standards-based reform in nine states and asks how these standards have persisted or changed. The second session addresses special issues relating to teachers and textbooks, with topics on teaching for high standards and overcoming structural barriers to good textbooks. The third section details special issues relating to math and science and describes the role of national policy standards in state policy, as well as benchmark and standards as tools for science education reform. The last section presents the National Education Goals Panel Statement on voluntary national education content standards. (Contains 12 references.) (RJM)

These papers are the work of scholars who received support as post-secondary fellows in 1992-93 in the Elementary and Secondary Schools Teacher Curriculum Development Project. The project seeks to familiarize teachers with current developments in the humanities, support their development of curricular materials based on their studies, and disseminates those materials. The seven essays include: (1) "Moving to the Other Side of the Desk: Teachers' Stories of Self-Fashioning" (Linda Wells); (2) "Transforming Canons, Transforming Teachers" (Edward L. Rocklin); (3) "Shaping the Multicultural Curriculum: Biblical Encounters with the Other" (Lois Feuer); (4) "Nationalism, History, the Chicano Subject, and the Text" (Darlene Emily Hicks); (5) "Ms. Higgins and the Culture Warriors: Notes Toward the Creation of an Eighth Grade Humanities Curriculum" (John G. Ramsay); (6) "History and the Humanities: The Politics of Objectivity and the Promise of Subjectivity" (Eve Kornfeld); and (7) "Toward a 'Curriculum of Hope': The Essential Role of Humanities Scholarship in Public School Teaching" (Paul A. Fideler). Contains approximately 250 references. (EH)

These five commissioned papers explore the relationship between educational reform and parent and community involvement for middle-grade education. The papers are: (1) "Comprehensive Districtwide Reforms in Parent and Community Involvement Programs" (Nancy Feyl Chavkin), on the resources and skills that school districts already have and those they can develop to improve parent and community involvement and increase students' educational success; (2) "School Restructuring to Facilitate Parent and Community Involvement in the Middle Grades" (Janet H. Chrispeels), on five major issues regarding how to change or restructure middle schools and middle-grade education to involve parents and community in students' learning; (3) "School and Family Partnerships in the Middle Grades" (Joyce L. Epstein and Lori J. Connors), presenting an overview of middle-grade students, families, and schools as well as a theory and framework to help build successful partnerships; (4) "Activities in the Home that Support School Learning in the Middle Grades" (Diane Scott-Jones), on homework as the focus of home learning activities in the middle grades and four levels of parental involvement--helping, valuing, monitoring, and doing--from a lifespan human development perspective; and (5) "Bringing Schools and Communities Together in Preparation for the 21st Century: Implications of the Current Educational Reform Movement for Family and Community Involvement Policies" (Patrick M. Shields), on the implications of the current reform agenda for governmental policies concerning the involvement of communities, families, and parents. Each paper includes references. (HTH)

The Brownbag Discussion Series of the Quality Education for Minorities (QEM) Network is a two-way forum designed to give members of the QEM Network's "January 15th Group" (the founding members of the discussion series) and other individuals interested in education, information on, and an opportunity to give feedback about, educational issues. The Brownbag Discussion Series gives guest presenters an opportunity to receive feedback from a diverse and informed audience of community and educational leaders twice a month. The 1992-93 discussion series addressed policies and issues in six interrelated areas: (1) national policies and reforms put forth by the presidential administration; (2) legislative activities and changes in the reauthorization of the Elementary and Secondary Education Act, with special regard to Chapter 1; (3) pending legislation that impacts the quality of education and quality of life for low-income families such as welfare reform and low-income enterprise zones; (4) emerging and current educational issues such as school safety, multicultural education, bilingual education, and racial climate on college campuses; (5) educational-pipeline issues, such as the transfer rates from two-year institutions and school-to-work transition; and (6) successful strategies for quality education for minorities from low-income families. This document includes announcements and summaries of the 20 discussions and 8 background papers. (SLD)

Selected papers from a 1992 seminar on innovations in language teacher education include: "Collaboration in Assessment: Empowering the Individual Course Member" (Leslie Dickinson); "An Approach to the Evaluation of ELT Preparation Programs" (Stephen J. Gaies); "Human Resources Development in the Management of English Language Programs: An Introduction for Teachers" (Martha C. Pennington); "Teachers as Trainers" (David Hayes); "Coping with Teacher Resistance: Insights from Inset Programmes" (V. Saraswathi); "Adapting the Six Category Intervention Analysis to Promote Facilitative Type Supervisory Feedback in Teaching Practice" (Bahiyah Abdul Hamid, Hazita Azman); "Planning a TEFL Education Program: Policies, Perspectives and Promise" (Jan Jackson Fahmy, Linda Bilton); "Using Feedback and Reflections as Tools in Bridging the Theory-Practice Link in Language Teacher Training at the Primary Level" (Gayle Whitson, Peter Bodycott); and "'Process vs. Product' in Language Teacher Education - Shifting the Focus of Course Design" (Ray Parker). (MSE)

Changes in digital technology offer significant opportunities to advance the quality of education for students and faculty. Technology can serve as a vehicle to expand the educational reach. Perspectives on changing higher education to fulfill the promise of educational technology are offered in the following papers: (1) "Introduction: Reengineering Teaching and Learning" (Robert C. Heterick, Jr.); (2) "Silicon in the Grove: Computing, Teaching, and Learning in the American Research University" (Richard N. Katz); (3) "Reengineering of Student Learning? A Second Opinion from Camelot" (David L. Smallen); (4) "Community Colleges: Using Information Technologies To Harness Winds of Change" (Ronald Bleed); (5) "Comprehensive Universities Refocusing for the Next Century" (Thomas W. West and Stephen L. Daigle); (6) "Information Technology--Enabling Transformation" (Carol A. Twigg); (7) "A Third Opinion from Camelot" (Thomas F. Moberg); (8) "Growing Our Academic Productivity" (Polley Ann McClure); and (9) "Reengineering or Just Tinkering?" (Don Doucette). A list of 17 resources for additional information is included. (SLD)

This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, organized as part of the BCES Conference. The 15th BCES conference theme is "Current Business and Economics Driven Discourse and Education: Perspectives from Around the World." The 5th International Partner Conference theme is "Science and Education in Modern Social, Economic and Humanitarian Discourse." This volume consists of 38 papers written by 69 authors. Following a Preface entitled BCES: A Fifteen-Year Conference Tradition, the following papers are included in this volume: (1) Introduction: The Current Business and Economics Driven Discourse and Education--Perspectives from Around the World (Johannes L. van der Walt). Part 1: Comparative Education & History of Education: (2) Economics and Comparative and International Education: Past, Present, Future (Charl Wolhuter); (3) Spontaneous Responses to Neoliberalism, and Their Significance for Education (Johannes L. van der Walt); (4) Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations (Harold D. Herman); (5) Commodity versus Common Good: Internationalization in Latin-American Higher Education (Marco Aurelio Navarro Leal); (6) Education and Communities at the "Margins": The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa (Obed Mfum-Mensah); and (7) Resilience and Intercultural Education on Secondary School: A Comparative Study in Mexico and Germany (Octaviano García Robelo and Ileana Casasola Pérez). Part 2: Teacher Education: (8) Status of Teachers and the Teaching Profession: A Study of Elementary School Teachers' Perspectives (Jana Kalin, Renata Cepic, and Barbara Šteh); and (9) The Internationalization of Teacher Education: Different Contexts, Similar Challenges (Bruno Leutwyler, Nikolay Popov, and Charl Wolhuter). Part 3: Education Policy, Reforms & School Leadership: (10) Disappearing Teachers: An Exploration of a Variety of Views as to the Causes of the Problems Affecting Teacher Recruitment and Retention in England (Gillian L. S. Hilton); (11) Government Policy in England on the Financing of ITT: Value for Money or a Waste of Resources? (Gillian L. S. Hilton); (12) The Roles of Teacher Leadership in Shanghai Education Success (Nicholas Sun-keung Pang and Zhuang Miao); (13) Capitalism and Public Education in the United States (Peter L. Schneller); (14) STEM Education Policies and their Impact on the Labour Market in Latvia (Rita Kiselova and Aija Gravite); (15) Reading Partridge's "The Goblet Club" as an Integral Part of a Secondary School's Anti-Bullying Programme (Corene De Wet); (16) Implementation of School Uniform Policy and the Violation of Students' Human Rights in Schools (Vimbi Petrus Mahlangu); (17) Influence of International Organisms in the School Management Autonomy as an Education Policy (Amelia Molina García, José Antonio Sáenz Melo, and José Luis H. Andrade Lara); and (18) The Reorganisation of the Curriculum in Educational Cycles in Codema College: A Positive Step (Claudio-Rafael Vasquez-Martinez, Felipe González-Gonzalez, Francisco Flores, Josefina Díaz, Jose-Gerardo Cardona-T., Hector Rendon, Jorge Chavoya, Sandra-Milena Gutiérrez-Cardenas, María-Ines Álvarez, Joaquín Torres-Mata, Erik-Moises Betancourt-Nuñez, María Morfín, Miguel Álvarez, and Carlos Anguiano). Part 4: Higher Education, Lifelong Learning & Social Inclusion: (19) Training Middle Managers of South African Public Schools in Leadership and Management Skills (Sharon Thabo Mampane); (20) The Higher Education Policy of Global Experts Recruitment Program: Focused on China (Hanna Kim); (21) Job Motivation and Job Satisfaction among Academic Staff in Higher Education (Gordana Stankovska, Slagana Angelkoska, Fadbi Osmani, and Svetlana Pandiloska Grncarovska); and (22) Comparative Analysis of English Language Student's School Paths at a Mexico University (Octaviano García Robelo, Jorge Hernández Márquez, and Ileana Casasola Pérez). Part 5: Law and Education: (23) Integrating Art and Creative Practices into a Programme of Support for Nigerian Students Studying in UK Higher Education Institutions (Elizabeth Achinewhu-Nworgu); (24) Comparing Student Retention in a Public and a Private College: Implications for Tackling Inequality in Education (Elizabeth Achinewhu-Nworgu); and (25) Legal Understanding of "Quid Pro Quo" Sexual Harassment in Schools (Vimbi Petrus Mahlangu). Part 6: Research Education: (26) Burke's Dramatism Framework: A Lens to Analyse Bullying (Lynette Jacobs); (27) Is It Necessary to Articulate a Research Methodology When Reporting on Theoretical Research? (Juliana Smith and Rosalie Small); and (28) Early Support Development of Children with Disorders of the Biopsychosocial Functioning in Poland (Anna Czyz). Part 7: Educational Development Strategies in Different Countries and Regions of the World--National, Regional and Global Levels: (29) Analytical Overview of the European and Russian Qualifications Frameworks with a Focus on Doctoral Degree Level (Oksana Chigisheva, Anna Bondarenko, and Elena Soltovets); (30) Tutor System as a Source of Harmonizing the Educational System with the Needs of Economics (Tatiana Korsakova and Mikhail Korsakov); (31) Psychological Counseling Services in the Universities of Russia and the West (Elena Kirillova, Boris Kuznetsov, Vasiliy Aleshin, and Evgeniy Vodolazhskiy); (32) Experience of Teaching Drawing in German Schools by A. Ažbe and S. Hollósy (on the Example of the Image of Human Head) (Svetlana Melnikova and Ludmila Petrenko); (33) Short Cycle Higher Education Development in Latvia (Intra Luce); (34) Peculiarities of Teaching Medical Informatics and Statistics (Sergey Glushkov); and (35) The Role of Social Practice for the Development of Educational and Professional Standards (Irina Bobyleva and Olga Zavodilkina). Part 8: Key Directions and Characteristics of Research Organization in the Contemporary World: (36) Some Aspects of Developing Background Knowledge in Second Language Acquisition Revisited (Galina Zashchitina and Natalia Moysyak); (37) On the Theoretical and Practical Consistency of Neoclassicism as a Theoretical Platform of Economic Disciplines (Lyudmila Dyshaeva); and (38) Terrorism as a Social and Legal Phenomenon (Anna Serebrennikova and Yekaterina Mashkova). Individual papers contain references. [For Volume 14, Number 1, see ED568088. For Volume 14, Number 2, see ED568089.]

American education has always had its critics, and undoubtedly always will. Nonetheless, there are signs that the educational environment is improving in unexpected ways. This issue of the Brookings Papers on Education Policy, the eighth volume springing from a series of annual meetings sponsored by the Brookings Institution to examine specific educational issues, takes a step back to look at major reforms implemented over the last twenty years that have provided results or, because they are only recently in place, appear to hold promise for the future of education in the United States. Contents in this volume include: (1) Introduction (Diane Ravitch); (2) Test-Based Accountability: The Promise and the Perils (Tom Loveless); (3) Can the Federal Government Improve Education Research? (Brian Jacob and Jens Ludwig); (4) Realizing the Promise of Brand-Name Schools (Steven F.Wilson); (5) School Choice: How an Abstract Idea Became a Political Reality (Joseph P. Viteritti); (6) Education Reform and Content: The Long View (E.D. Hirsch, Jr.); and (7) Evidence-Based Reading Policy in the United States: How Scientific Research Informs Instructional Practices (Reid Lyon, Vinita Chhabra, Sally E. Shaywitz, and Bennett A. Shaywitz). [For individual chapters, see: ED485874; ED486587; ED486591; ED486595; ED486597; and ED486599.]

The view that fundamental changes in the educational system are necessary for successful restructuring is reflected in this collection of papers. The first five papers set the context for restructuring design by presenting rationales, models, and definitions. The next three papers focus on educational design processes, and the following two papers provide specific descriptions of different educational systems. The final paper develops a new design for educational reform. The contents are as follows: "A Beginning Look at the What and How of Restructuring," by Glen Harvey and David P. Crandall; "Toward a Definition of Restructuring," by Jill A. Mirman; "Design as the Missing Piece in Education," by C. L. Hutchins; "An Outside-In Approach to Design Inquiry in Education," by Bela H. Banathy; "Resdesigning Education," by C. L. Hutchins; "A Generic Model of Organizational Inquiry for Educational Design," by C. Lynn Jenks; "Configuring the Educational System for a Shared Future: Collaborative Vision, Action, Reflection," by Beverly L. Anderson and Pat L. Cox; "A Process Analysis and Design Methodology for the Improvement of Organizational Effectiveness in Schools," by Stephen R. Mills; "The Search for Meaningful Reform: A Third-Wave Educational System," by Charles M. Reigeluth; "Sketches in the Redesign of the Local School District," by Ray Budde; and "Educational Restructuring: An Early Look," by C. Lynn Jenks and Thomas A. Shaw. (LMI)

A collection of papers on distance education is presented. "Distance Education: An Option for Social Welfare and Social Work Education in the 1990s" (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. "Educational Packages for External Students" (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria" (Brian Hemmings and David Battersby), presents a procedure that instructors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. (SM)

Among the papers read in the conference on education of the Second Pan-American Scientific Congress, held in Washington December 27, 1915, to January 8, 1916, two contain much of interest and value to those who are responsible for the organization of secondary schools: (1) The Changes Needed in American Secondary Education (Charles W. Eliot), plus a Supplementary Statement furnished by Dr. Eliot; and (2) The Secondary School and the University (Ernesto Nelson). With permission of the authors, these papers are reproduced in this bulletin, to benefit principals of high schools in the United States. [Best copy available has been provided.]

In this inaugural issue of "Brookings Papers on Education Policy" a varied group of scholars considers different dimensions of student performance. Several contributors try to offer a clear picture of how American students are performing as compared with their international peers and with the past. The following are included: (1) "Introduction" (Diane Ravitch); (2) "An Examination of American Student Achievement from an International Perspective" (Harold W. Stevenson and Shinying Lee); (3) "An Assessment of the Contemporary Debate over U.S. Achievement" (Lawrence C. Stedman); (4) "The Effects of Upgrading Policies on High School Mathematics and Science" (Andrew C. Porter); (5) "Uncompetitive American Schools: Causes and Cures" (Herbert J. Walberg); (6) "Radical Constructivism and Cognitive Psychology" (John R. Anderson, Lynne M. Reder, and Herbert A. Simon); (7) "The Use and Misuse of Research in Educational Reform" (Tom Loveless); (8) "Standards Outside the Classroom" (Laurence Steinberg); and (9) "Remediation in Higher Education: Its Extent and Cost" (David W. Breneman). Commentary by a scholar in the field follows each contribution. (Contains 25 figures, 15 tables, and 12 exhibits.) (SLD)

This bulletin presents abstracts of papers presented at St. Louis, Missouri, February 26-29, 1912, before the National Council of Education of the National Education Association; the Department of Superintendence of the National Education Association; the Department of Normal Schools of the National Education Association; the National Society for the Study of Education; the Society of College Teachers of Education; and the National Committee on Agricultural Education. Abstracts of papers presented to the National Council of Education, National Education Association include: (1) Economy of time in education (James H. Baker and James M. Green); (2) Economy of time in elementary and education (James H. Van Sickle); (3) High-school preparation of candidates for normal schools (David Felmley, J. H. Phillips, Homer H. Seerley, and Charles S. Chapin); (4) High-school preparation of normal-school candidates, from the high-school point of view (J. Stanley Brown); (5) Health problems in education (Thomas D. Wood); (6) Securing public support for health work in schools (William H. Allen); (7) Status of the country school (E.T. Fairchild); (8) Consolidation of rural schools (Adelaide Steele Baylor); (9) Standardization of the country schools (Thomas H. Harris); (10) Rural-school funds--their source and distribution (Edward C. Elliott); (11) The rural-school plant (Luther L. Wright); (12) The problem of rural education (David Snedden); (13) The problems of standards or tests of the efficiency of schools or systems of schools (George Drayton Strayer, Carroll G. Pearse, Charles H. Judd, and Lotis D. Coffman); and (14) Standards and tests of rural-school efficiency (Edward C. Elliott). Abstracts of papers presented to the Department of Superintendence, National Education Association include: (1) Waste and efficiency in school studies (W. H. Elson); (2) Departmental teaching in the elementary grades (W. L. Stephens); (3) The child v. promotion machinery (D. E. Phillips); (4) Some adjustments and changes in the course of study, and school organization suggested by the needs and the capacities of children that vary from the standards set for average pupils (D. H. Christensen); (5) A reorganization of our school system (J. H. Francis); (6) The value of the educational commission in determining the efficiency of a city school system (Calvin N. Kendall); (7) The relation of an urban community to its public-school system (Martin G. Brumbaugh); (8) How may a community learn its unmet school needs? (William H. Allen); (9) Quantitative tests in education (George H. Chatfield); (10) The function of the kindergarten in the public-school system (Lucy Wheelock); (11) Duty of superintendents in the enforcement of child-labor laws (Owen R. Lovejoy); (12) How far shall the public-school system care for the feeble-minded? (James H. Van Sickle); (13) Do schools of trades meet the needs of city children for vocational training? (Carroll G. Pearse); (14) How should the school system contribute to an intelligent choice of vocation on the part of the pupil? (George Platt Knox); (15) The education of girls (I. D. Harvey); (16) The educative value of the study of agriculture (Earl Barnes); (17) The next step in teaching agriculture in rural schools (E. C. Bishop); (18) Types of special schools in the larger American cities (Andrew W. Edson); (19) A definite propaganda to impress upon the American mind the necessity of an expansion of the field of education to provide as ample facilities for education by work and education by play as are now provided for education by study (M. G. Brumbaugh); (20) The scientific study of arithmetic work in school (J. T. Giles); (21) The utilization of the school plant (William Wirt); (22) Vocational guidance (Meyer Bloomfield); (23) The schoolhouse as the civic and social center of the community (Edward J. Ward); (24) The bookman in his relation to the textbook problem (Frank A. Fitzpatrick); (25) Effect on education and morals of the moving picture shows (Joseph R. Fulk); (26) Standardization of janitor service (G. M. Wilson); and (27) Relative cost of education of high and elementary school pupils (E. O. Holland). Abstracts of papers presented to the Department of Normal Schools, National Education Association include: (1) Attitude of the normal schools toward education (W. J. Hawkins); (2) Work of the normal school in the reorganization of the elementary school curriculum (Eugene W. Bohannon); (3) Place of the normal school in agricultural education (E. E. Bacomb); (4) Place of the State normal school in agricultural education (W. M. Stewart); and (5) A plan of normal school statistics (Homer H. Seerley). Abstracts of papers presented to the National Society for the Study of Education include: (1) Classification of plans for industrial training (Frank Mitchell Leavitt); (2) Prevocational industrial training in the seventh and eighth grades (George A. Mirick); (3) The separate or independent industrial school (M. W. Murray); (4) The separate technical high school (James F. Barker); (5) Industrial training in the cosmopolitan high schools (H. B. Wilson); (6) The public trade school (Charles F. Perry); (7) The part-time cooperative plan of industrial education (Adelbert L. Safford); (8) The Cincinnati continuation schools (Pliny Johnston); (9) Vocational guidance (Meyer Bloomfield); (10) Training of teachers for secondary courses in agriculture (A. C. Monahan); (11) The vocational agricultural school. With special emphasis on part-time work in agriculture (R. W. Stimson); (12) State aided departments of agriculture in public high schools (Dick J. Crosby); (13) High-school agriculture without State subsidy (W. H. French); (14) In public high schools should agriculture be taught as agriculture or as splendid science? (William R. Hart and G. F. Warren); (15) What should be the difference between graduate and undergraduate work in education (Edward F. Buchner); (16) Relation of normal schools to departments and schools of education in universities (George F. James, Charles H. Johnston, and Elmer E. Jones); (17) Undergraduate degrees in education in various colleges and universities (James E. Lough); (18) Undergraduate degrees in education in various colleges and universities: Outline of a course in school hygiene (William H. Beck); (19) Undergraduate degrees in education in various colleges and universities: Their academic and professional requirements (Anna Jane McKeag); (20) The present status of education as a science: The problem of educational psychology (V. A. C. Henmon); (21) The present status of education as a science: The principles of education (William C. Ruediger); (22) The present status of education as a science: The principles of education (Bird T. Baldwin); and (23) The present status of education as a science: Educational methods (S. Chester Parker). Abstracts of papers presented to the National Committee on Agricultural Education include: (1) Definiteness in agriculture (A. B. Hess); and (2) What Uncle Sam carries in the second-class mail: Does this help the farmers or other industrial workers? (J. W. Heston and Manley J. Wixson). An index is included. [Best copy available has been provided.]

The conference focused on various perspectives of the role of institutional research in a time of retrenchment: policy analysis, economic assumptions, resource management, academic planning and cooperative statewide planning. Among the themes addressed were: enrollment projections and financial planning; institutional efficiency and effectiveness; planning for growth in adult and continuing education; student attrition and consumerism; governmental regulations and reporting requirements; and evaluation studies and academic program review. (Author)

This paper highlights the developments in teaching methods in China in the era of the post-Cultural Revolution, and explains how these methods grew out of educational experimentation during the Yenan period. The Yenan period followed the historic "long march, "when Mao Tse-tung and the People's Liberation Army (PLA) established their base in Shensi province. At that time, a school was established characterized by political education, firm leadership, integration of theory with practice, and simplified curriculum. The basic method of teaching was the enlightenment method, an inquiry process involving initial questions and group discussion to develop answers. Many of these practices are now prevalent in Chinese schools. Political education stressing Maoist teachings is of primary importance and begins in the fourth grade. Schools are run by workers, revolutionary cadres, and local PLA Units. Curriculum is related to needs of individual communities. Productive labor is emphasized as well as book learning, a concept which helps produce a classless society. The teacher's authority is not absolute; traditional respect for teachers' intellectual superiority is no longer acceptable. This has created a need to re-educate teachers to have an ideological outlook consistent with Maoist tenets. Problems arising from this change include class discipline and blending Maoist thought into all lesson content. (Author/AV)

This collection of papers by educational researchers in Scotland focuses on changes in educational systems and on transition points within systems (such as the transition from primary to secondary education). Chapters fall into four broad categories: Chapters 1 through 5 illustrate how particular facets of education have changed over relatively long periods of time. Chapters 6 through 10 center on reforms in Scottish education. Chapters 11 and 12 are concerned with transition in the sense of change for the individual that relates to moving from school to the labor market. Chapter 13 concentrates on research perspectives. (JAM)

The U. S. Office of Education's (OE) first comprehensive conceptual statement describing its interpretation of the Department of Health, Education and Welfare policy on career education is presented in this booklet, the official version of an earlier draft. Topics discussed include: Conditions Calling for Educational Reform; Answering the Call for Educational Reform: The Rationale of Career Education; A Generic Definition of Career Education; Basic Concept Assumptions of Career Education; Programmatic Assumptions of Career Education; Career Education Tasks: Initial Implementation; Learner Outcomes for Career Education; and Basic Educational Changes Championed by Career Education. The discussion concludes that, when career education concepts have been completely integrated into the total fabric of all American education, the result should be abandonment of the term "career education" and adoption of some other major direction for educational change. The Appendix (Explanatory and Interpretive Statement), covering half of the document, illustrates what the consensus of career education leaders is about the position of career education as stated in the OE draft document. (The methodology for gathering consensus information is also described.) The table included in the appendix serves as an indicator of the degree of consensus existing among career education leaders from three different settings. (TA)

The stubborn memorandum of organizational forms and types of control stems naturally from the traditionalizing of their practices, the vesting of group interest in their continuation, and the justifying of ideologies. The momentum is increased when the forms and types acquire niches in the larger organizational ecology that protects them against competition and invidious comparison. Contrary to the popular view that old organizations are rigid and new ones flexible, there stands the likelihood that long-lived organizations, surviving war, depression, and political attack, have devised adaptive mechanisms as well as protective niches. One primary adaptive feature of colleges and universities may be their cellular construction. The operating level of chairs, institutes, departments, divisions, and schools consists not of units linked in an integrated process of production or service, but of free-standing units, partly self-governing, that can be individually added or dropped, augmented or diminished. In the turbulent last quarter of the twentieth century, viability in national higher education systems hinges on balance of power and on differentiation--even disorder--among organizational types. In all nations, the task in reform is to balance the trends toward centralization and diversification. (Author/MSE)

We need conceptual assistance in thinking about access to higher education, systematic categories that will help us analyze and compare the national academic structures that condition problems of access and solutions thereto. An approach that centers on basic structure directs attention to the heavy historical momentum of massive systems of higher education and encourages a long-run view of innovations, releasing us from the need to write the latest chapter on current events. Even small advances in the system ordinarily require time spans of five to ten years, or even a quarter of a century, instead of the one- and two-year periods within which political and administrative thinking is so often cast. A structural view that is informed by a sense of historical development also points to country-by-country variation in solutions to current problems. Questions of access must be located in the broad matrices of different national structures. (Author/MSE)

The traditional European university is now extinct. The conditions in higher education that have succeeded it are highly unstable and therefore transitory, and its eventual replacement is now dimly perceptible on the horizon. The European university is of course an abstraction, meant to approximate the attributes of higher education in Germany, France, Italy, Scandinavia, and the Low Countries. The system in each of these countries is largely controlled by public authorities, and in every crucial area the future of the universities depends on actions that will or will not be taken by the state. In the not too distant past they were professors' universities with respect to their internal affairs, and elite in their relationship to society. All of them have passed through fundamentally similar transformations since World War II, and now the questions of access to higher education (recruitment and selection) are vital to the universities' individual and collective futures. (Author/MSE)

The Japanese university system has been evolving gradually from more traditional patterns to more modern ones in terms of increased efficiency and participation, as well as from an elite to a mass enrollment system. However, the basic patterns of control and decisionmaking have changed little. The universities have been able to resist intrusions by the Ministry of Education, but many needed reforms have not taken place. Frustrated in its attempts to introduce structural reforms in existing universities, the Ministry of Education has turned more to the use of incentives to accomplish its aims, and it has established some new institutions on its own initiative. In the long run, these are likely to have considerable influence on the shape of Japanese higher education. (Author)

American higher education developed under conditions vastly different from those of the Continent and Britain. Nine colleges were established in the colonial period before the Revolutionary War. Although some of them were related to state governments in their early history, they were even then importantly independent in comparison to continental institutions. The university came late to America, long after Bologna and Paris and Oxford had experienced centuries of development, decline, and renewal. Both American public and private universities married the German model of specialized research and advanced training to the older English-American model of liberal education by augmenting undergraduate colleges with graduate and professional schools. Along with the private college, the private university, and the state university, other types of institutions emerged, such as the separate teachers' colleges, public comprehensive colleges, technological colleges, art schools, and the two-year college. Complex and contradictory trends have evolved in academic government in recent years, and no simple picture can be drawn that typifies the whole country. The organizational evolution of the American system of higher education as a whole is simultaneously unilinear and multilinear. The unilinear evolution is toward ever larger systems, and the multilinear toward greater diversity within systems. (Author/MSE)

This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)

This book contains the following papers about considerations in developing joint European quality norms for vocational guidance: "Joint Quality Norms in Guidance"; "Careers Guidance in the Information Society" (Frans Meijers); "The Changing Nature of Guidance" (J. Chamberlain); "Quality with Policy: Beyond Calimero?" (Saskia den Broeder); "Ethical Guidelines for Guidance Counsellors. Discussion Paper Draft Version" (Danish National Council for Vocational and Educational Guidance); "Ethics in Careers Guidance" (Frans Meijers); "Internationalisation: Economy and Ecology" (Peter Plant); "Deregulation and Quality" (Frans Meijers); "Quality and Careers Guidance in the UK" (Cliff Spracklen); "Quality Issues for Guidance Counsellors in Ireland: Perspective of the Institute of Guidance Counsellors" (Breeda Coyle); "Quality Management in Vocational Guidance" (Mariet Herle); "ISO [International Standards Organization] 9000 in Vocational Guidance" (Soren Borch); "Quality Improvement and Quality Assurance in Knowledge Intensive Service Organisations" (Eric Mooijman, Ronald Stevens); "Quality Management and ISO Standards in the PMS Centres for Community Education in Flanders" (Anita Faucompret); "Quality Management in a Danish Technical College" (Lisbeth Hojdal); "The Employment Office and ISO Certification" (Frank Witkamp); "Assessing Course Information Material" (Dutch National Careers Guidance Information Centre); "Complaints about Course Information Material"; "A Case Study of Course Information Material--with Transnational Comparison" (John McCarthy); "Quality Norms for Written Information in Denmark" (Ole Dibbern Andersen); "Summary of Contribution to the Enigma Expert Meeting on Quality in Information" (Anne van der Meiden); and "The Enigma [ENhancing the quality of Information and Guidance MAterial] Group." (MN)

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate). This is the Volume 1 of the book titled Education and New Developments 2024, that showcases the outcomes of dedicated research and developments undertaken by authors who are driven by their passion to enhance research methods that directly relate to teaching, learning, and the practical applications of education in the present day. Within its pages, you will find a diverse array of contributors and presenters who expand our perspectives by delving into various educational matters. This first volume focuses on the main areas of TEACHERS AND STUDENTS and TEACHING AND LEARNING.